Comparing science process skills of prospective science teachers: A cross-sectional study

The first graph enables us to make the interpretation that there seems to be a relationship between PST’ grades and their ability to identify variables and make hypotheses. Findings from Kruskall Wallis H test show that there is a meaningful difference between PST’ ability to ‘identifying variables and formulating hypotheses’. The mean scores of groups increase over the increasing grades.

Findings from Kruskall Wallis H test shows that there is no meaningful difference between PST’ ability to ‘experiment, control and change variables’. That the group scores are close to each other could possibly be interpreted to mean grade is not a determinant variable of the skills of ‘experimenting, changing and controlling variables’.

Kruskall Wallis H test results show that there is a meaningful difference in PST’ skills of “collecting data, preparing data table”. As the graph 3 shows, although the tendency is that group scores increase over the increasing grades, it is interesting that the grade 3 PST have the lowest mean score among all groups. The explanation for this might be that PST at grade 3, perhaps, have not had the relevant experience to develop adequately their skills of “collecting data, preparing data table” or that they are perhaps having problems with applying their skills. The latter possibility is in parallel to the finding of Farsakoğlu et al. (2008), that while PST can theoretically express SPS, they experience problem in application.

Kruskall Wallis H test results show that there is a meaningful difference among different grade groups in PST’ skills of ‘drawing graphs’. While a linear increase is expected in mean scores over the increasing grades, fourth grade students have scored lower than both the first and the third grades. The explanation for this situation may be that there is, perhaps, no relationship between the increasing grades and the skills of “drawing graphs”.

A comparison of Kruskall Wallis H test results shows that there is no meaningful difference among groups in PST’ skills of “interpreting data and reading graphs”. It is possible to say that the mean scores of PST from different grades are very close. The interpretation might be that there is no relationship between increasing grades and the skills of “interpreting data and reading graphs”.

A comparison of groups in accordance with the Kruskall Wallis H test results shows that there is a meaningful difference in PST’ skills of “identifying variables and formulating hypotheses”. When there is an increasing tendency in the mean scores of PST over the increasing grades, there is a drop in the mean scores of third grade PST. This situation might be interpreted as no direct relationship existing between grades and the SPS of ‘identifying variables and formulating hypotheses’.

SPS is obtained through experience, and individuals develop their skills through practice. Therefore, it is expected that PST develop their skills as they move along from grade 1 to grade 4. However, as this research shows there is no linear development for each SPS module. For modules 1, 3, 4 and 6, there is a meaningful difference in PST’ SPS. For modules 1, 3 and 6, there is an increasing tendency from the first to the fourth grade. For module 4, however, the opposite applies. While the mean scores are very close to each other, there still exists a linear increase from the first to the fourth grade for module 2. Unsteady variations of mean scores attract attention for module 5.

In summary, all findings considered there seems to be no direct relationship between PST’ grades and SPS. But it is expected that the SPS of well- equipped and qualified graduates who are PST will increase linear to a senior level.

When such as TIMSS and PISA studies were examined, it was seen that some questions measured students’ SPS in these studies (ISC, 2000). However, what attracts attention are the very low rates for the correct answer to SPS-related questions in 1999, in participating countries in TIMSS (Bağcı Kılıç, 2003). Teachers have an important role and mission in results in this way. It is known that teachers can transfer to students their misconceptions (Valanides, 2000; Papageorgiou & Sakka, 2000). In this case, studies identifying teachers or prospective teachers’ misconceptions and resolving them have become more important (Psillos & Kariotoglou, 1999; Taylor & Lucas, 2000; Parker & Heywood, 2000; McGregor & Gunter, 2006; Michail, Stamou & Stamou, 2007). In literature it is showed that teaching based on the SPS helps the PSTs both to improve their SPSs and achieve conceptual change together with removing their misconceptions (Nicosia et al, 1984; Dawson, 1999; Beaumont Walters and Soyibo, 2001; Kanlı, 2007; Karslı, 2011). In light of these researches, if teachers' SPS are developed, teachers can gain these skills to their students. Or they can encourage students to gain these skills. Besides, they may be more helpful on provide a positive conceptual change to the students.

In this context, when the results of this study are also taken into consideration, prospective teachers, who will be responsible from preparing educational activities related to SPS in future, are required to be educated in such a way that they have SPS.